Elementary art & science: observational drawing in lesson study

2015 ◽  
Vol 4 (1) ◽  
pp. 26-38 ◽  
Author(s):  
Sharon Dotger ◽  
Deborah Walsh
Keyword(s):  
Lesson Study ◽  
Public Attitudes ◽  
Science Research ◽  
Science Lesson ◽  
Art Teacher ◽  
Content Type ◽  
Science And Art ◽  
School Day ◽  
The Usa ◽  
Near Term

Purpose – The purpose of this paper is to report on elementary students’ observational drawings, which were produced from two science lesson study cycles. Design/methodology/approach – The authors collaboratively studied student work from two science research lessons. The authors evaluated 50 students’ science notebook entries, paying specific attention to their observational sketches. The authors wanted to understand how fourth grade students approach observational drawing in science class to better inform science and art pedagogy. Findings – Students represented their observations in a variety of ways. The structure of the lessons might have influenced students’ drawings, as did students’ orientation when constructing their representations. Research limitations/implications – This research is limited in that it only analyzes observational drawing from two research lessons. Practical implications – Through cross-disciplinary collaboration between a science educator and an art teacher, the authors developed shared ideas that were applicable in both spaces. In the near term, the authors have each changed the instructional practices to include more observational drawing. Social implications – This paper could impact public attitudes about the inclusion of science and art in the elementary curriculum. The authors would expect that through articulating the purpose of observational drawing for the artist and the scientist, the public would be more supportive of teaching these skills in school. Originality/value – This paper documents teacher learning across two content areas which students have limited access to in the USA during elementary school. It explains how science and art share objectives and can thus advocate for each other’s inclusion in the school day.

Journal packing density of library and information science research journals at the global level: a study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ramesh Pandita ◽  
Shivendra Singh
Keyword(s):  
Packing Density ◽  
Information Science ◽  
Science Research ◽  
Research Articles ◽  
Library And Information Science ◽  
Global Level ◽  
Content Type ◽  
Journal Publishing ◽  
Research Journal ◽  
The Usa

Purpose This study aims to find out the average journal packing density (JPD) of Library and Information Science (LIS) research journals published across the world. The concept, JPD, means the average number of research articles published by a research journal in one volume. Accordingly, the undergoing study evaluates the average number of research articles published in each volume of each research journal published in the field of LIS at the global level. Some other key aspects evaluated include the number of LIS research journal publishing countries, average JPD of LIS research journals at the continental level, etc. Design/methodology/approach This study is purely based on secondary data retrieved from SCImago, which is SCOPUS data. Keeping in view the objectives of this study, the data about research articles published in all LIS research journals during the period 2015 through 2019 were retrieved to undertake the study. Findings From the data analysis, it emerged that 256 research journals duly indexed by SCOPUS are published in the field of LIS across 36 countries. In all 48,596 research articles were published from 2015 to 2019 in these research journals at an average of 44.71 research articles per journal per volume. More than 75% of LIS research journals are published from Germany, Spain, Netherlands, the USA and the UK. Research journals published from the USA have higher JPD of 53.09 research articles per journal per volume, which is 18.74% higher than the average global JPD of LIS research journals. 50% of LIS research journal publishing countries are from Europe and the majority 52.55% LIS research articles were published in European LIS research journals. The average JPD of LIS research journals published from North America is 51.73 research articles per journal per volume, which is the highest across continents. Research limitations/implications Standardization of JPD of research journals irrespective of the subject discipline they are published in is important for many reasons and the foremost being, such standardization helps in keeping at bay the predatory research journals, which normally float such packing density norms, with the sole aim to earn money in the shape of manuscript handling charges, thereby publishing a far greater number of research article in each issue of a journal than the average research articles published by a research journal. Originality/value Very few studies have been conducted around the concept JPD, especially by the authors of this particular study. This study has however been particularized to the LIS subject discipline, while the findings add to existing lot of study already undertaken, hence outcome can be generalized.

scholarly journals Lesson study as a way of improving school-day navigation for pupils with severe intellectual disability and autism

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kamilla Klefbeck
Keyword(s):  
Learning Disabilities ◽  
Intellectual Disability ◽  
Lesson Study ◽  
Autism Spectrum ◽  
Central Coherence ◽  
Variation Theory ◽  
Content Type ◽  
Severe Intellectual Disability ◽  
School Day

PurposeThis research explores lesson study as a way to enhance the quality of teaching for pupils with learning disabilities and autism spectrum disorder by observing changes to one pupil's (Wilma) active educational participation. The study also investigates if and in what ways the professional development impacted teaching practices.Design/methodology/approachFive teachers met with the author on four occasions. Between these meetings, the teachers delivered the lessons they had planned together. The author video recorded the meetings to discern how the teachers' expressions developed. The author shared their thoughts with another researcher to enable an interrater validity examination.FindingsThe implementation of the lesson study vehicle enabled the teachers to transform their thinking from mainly focusing on pupils' deficiencies to instead focusing on their strengths. A relationship was found between teachers' understanding of central coherence, their skills in adapting received instructions and pupils' abilities to process and contextualize information or discern the whole picture.Research limitations/implicationsResearch that involves teachers in the learning process emphasizes the relation between teachers’ thinking and their potential to enable the contextualized inclusion of pupils with learning disabilities.Originality/valueThis research offers important insights into how school-day navigation for pupils with severe intellectual disability and autism can be understood through the lens of variation theory; the teachers' repeated and adjusted use of the frame on the schedule strip enabled Wilma to discern what would happen next during the school day.

Teacher change through cognitive conflicts: the case of an art lesson study

2020 ◽  
Vol 9 (4) ◽  
pp. 383-395
Author(s):  
James Calleja ◽  
Laura Formosa
Keyword(s):  
Professional Learning ◽  
Teacher Change ◽  
Lesson Study ◽  
Lesson Plan ◽  
Collaborative Work ◽  
Cognitive Conflict ◽  
Effective Teacher ◽  
Art Teacher ◽  
Content Type ◽  
Study Process

PurposeThe paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.Design/methodology/approachThis paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.FindingsThe paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.Practical implicationsDrawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.Originality/valueThis paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

Assessing Dutch housing cycle and near-term market prospects

2020 ◽  
Vol 13 (2) ◽  
pp. 257-270
Author(s):  
Arvydas Jadevicius ◽  
Peter van Gool
Keyword(s):  
Housing Market ◽  
House Prices ◽  
House Price ◽  
Future Market ◽  
Price Inflation ◽  
Content Type ◽  
Dutch Housing ◽  
The Usa ◽  
Near Term ◽  
The Uk

Purpose This study is a practice undertaking examining three main concerns that currently dominate Dutch housing market debate: how long is the cycle, will the current house price inflation continue and is housing market in a bubble. With national house prices reaching record highs across all major cities, future market prospects became a topic of significant debate among policymakers, investors and the populace. Design/methodology/approach A triangulation of well-established academic methods is used to perform investigation. The models include Hodrick-Prescott (HP) filter, volatility autoregressive conditional heteroskedasticity (ARCH approximation) and right tail augmented Dickey–Fuller (Rtadf) test (bubble screening technique). Findings Interestingly, over the years from 1985 to 2019 research period, filtering extracts only one Dutch national housing cycle. This is a somewhat distinct characteristic compared to other advanced Western economies (inter alia the UK and the USA) where markets tend to experience 8- to 10-year gyrations. Volatility and Rtadf test suggest that current house prices in most Dutch cities are in excess of historical averages and statistical thresholds. House price levels in Almere, Amsterdam, The Hague, Groningen, Rotterdam and Utrecht are of particular concern. Originality/value Retail investors should therefore be cautious as they are entering the market at the time of elevated housing values. For institutional investors, those investing in long-term, housing in key Dutch metropolitan areas, even if values decline, is still an attractive investment conduit.

Developing teachers’ mathematical-task knowledge and practice through lesson study

2018 ◽  
Vol 7 (2) ◽  
pp. 136-149 ◽  
Author(s):  
Krystal Barber
Keyword(s):  
Lesson Study ◽  
Participant Observation ◽  
Mathematical Tasks ◽  
Mathematical Task ◽  
Structured Interviews ◽  
Content Type ◽  
Task Knowledge ◽  
The Usa ◽  
Knowledge And Practice ◽  
High Level

Purpose The purpose of this paper is to examine how lesson study can lead to teacher learning and improvement of instruction by developing teachers’ mathematical-task knowledge and by supporting teachers’ selection, modification, and implementation of mathematical tasks. Mathematical-task knowledge includes knowledge needed to use tasks that require a high level of thinking and reasoning. Design/methodology/approach A qualitative case study design was used to explore the learning and instruction of three teachers as they went through the process of lesson study, developed knowledge around mathematics tasks, and made changes to their instruction. Methods included direct observation of lessons, semi-structured interviews, and participant observation. Findings This lesson study project supported teachers in developing mathematical-task knowledge and in making change to instructional practice. The teachers discussed in this paper added to their understanding of mathematical tasks and changed how they implemented tasks after lesson study. The teachers began to challenge students to go beyond memorizing or executing procedures to deepen the students’ understanding of mathematical concepts. Teachers developed key insights and understandings of mathematical tasks, triggering shifts in their thinking, and changes to instruction. Collaboration and reflection altered the selection, modification, and implementation of mathematical tasks. Research limitations/implications This study reveals the connections between features of lesson study and the pathways that lead to learning and improvements to instruction. Limitations included the demands of the school district’s pacing guide and curriculum, and a limited number of interviews and observations were conducted after lesson study. Originality/value There are many different ways lesson study has been implemented in the USA, yet the effectiveness of many lesson study projects is still unclear. This study reveals more about the lesson study process, what features are important, and how these features lead to development of knowledge and practice. This study examines how teachers within the same lesson study group added to their knowledge and practice and how different features of lesson study prompt them to make changes.

Are lesson study participants sharing their professional knowledge?

2019 ◽  
Vol 9 (1) ◽  
pp. 57-66 ◽  
Author(s):  
Stephanie R. Whitney
Keyword(s):  
Lesson Study ◽  
Professional Knowledge ◽  
Local Context ◽  
Content Type ◽  
Mathematics Classrooms ◽  
Study Team ◽  
The Usa ◽  
Teaching As Research ◽  
K 12 ◽  
Study Participants

Purpose Research and practice are often seen as separate entities, however, the notion of teacher as researcher situates the act of teaching as research (Watanabe, 2018). Educators in Japan identify as researchers with contributions to make to the field. Lesson study is one vehicle for their research. The purpose of this paper is to understand whether educators outside Japan are sharing their work resulting from lesson study to impact the field beyond their local context. Design/methodology/approach Databases were searched to find cases (n=45) of lesson study in K-12 mathematics classrooms in the USA. Descriptions of how lesson study was implemented were coded to determine whether sharing of findings was a part of the lesson study cycle and, if so, to identify the mechanisms for sharing. Findings In 12 of the 45 cases, there was evidence that the lesson study team shared their findings beyond the team. The modes of sharing included inviting people to the research lesson, distributing the research lesson, presenting at conferences or writing articles. Research limitations/implications The cases are limited to published lesson study projects. The end of the lesson study cycle for teams not sharing was not evaluated. Practical implications Ways to make sharing results more accessible are discussed. Originality/value The originality of this paper is in that it evaluates a large number of documented cases of lesson study to understand if and how teachers are making their professional knowledge gained through lesson study public.

The prospects of lesson study in the US

2015 ◽  
Vol 4 (1) ◽  
pp. 7-25 ◽  
Author(s):  
Greg Gero
Keyword(s):  
Los Angeles ◽  
Teacher Development ◽  
Lesson Study ◽  
Content Type ◽  
Comfort Levels ◽  
Student Misconceptions ◽  
The Us ◽  
The Usa ◽  
Study Process ◽  
Teachers Attitudes

Purpose – Lesson study has emerged as an approach to improving the quality of teaching in the USA. The purpose of this paper is to provide an investigation into teachers’ attitudes toward lesson study. Evidence suggests that lesson study may increase teachers’ content knowledge and their ability to anticipate student misconceptions during lessons. Nevertheless, certain issues have surfaced in the literature. Teachers may struggle with the demands of collaboration, critique of their lessons, and observation of their teaching. Moreover, lesson study may conflict with the existing mandate-monitor culture within many school districts. Understanding how teachers perceive lesson study is vital to gauging the effectiveness of the process. Design/methodology/approach – In all, 55 teachers at two elementary schools in urban Los Angeles participated in the researcher-designed survey. For the teachers in this study, participation in lesson study was mandatory, and most had participated in a version of lesson study that emphasized following the established curriculum and district-approved strategies. Data were analyzed using correlational analysis. Findings – Results yielded significant associations between teachers’ comfort levels with collaboration, lesson observation, lesson critique, and their support for lesson study. Higher degrees of control by the district over the lesson study process were linked to teachers feeling less responsible for student learning. Practical implications – The findings from this study have important implications for the prospects of lesson study as a model of teacher development in the USA. Originality/value – This paper fulfils a need to investigate factors that impede and promote the effective implementation of lesson study in the USA.

Designing school contexts for success: paternalism or libertarianism?

2014 ◽  
Vol 28 (5) ◽  
pp. 484-497
Author(s):  
Lauren P. Bailes ◽  
Wayne K. Hoy
Keyword(s):  
School Leaders ◽  
School Achievement ◽  
Social Science Research ◽  
Science Research ◽  
Choice Architecture ◽  
Content Type ◽  
School Contexts ◽  
Science And Art ◽  
The Social ◽  
Practical Implications

Purpose – The purpose of this paper is to develop, illustrate, and apply the concept of choice architecture to schools. Design/methodology/approach – The analysis is a synthesis of concepts from the social science research that nudge people toward positive actions. Findings – A dozen concepts are identified, defined, and illustrated as a set of principles and guidelines that are elaborated to guide school leaders in the science and art of choice architecture. Practical implications – The principles of choice architecture are demonstrated to be of practical utility for school leaders in designing educational contexts for school achievement. Originality/value – A mental toolbox of concepts and principles that are highlighted for use by school leaders to benefit students and teachers.

Unique benefits of physician leadership – an American perspective

2014 ◽  
Vol 27 (4) ◽  
pp. 272-282 ◽  
Author(s):  
Peter Angood ◽  
Diane Shannon
Keyword(s):  
Public Attitudes ◽  
Healthcare Delivery ◽  
Leadership Competencies ◽  
Career Stage ◽  
Physician Leadership ◽  
Healthcare Organizations ◽  
Content Type ◽  
Physician Leaders ◽  
The Usa ◽  
The Impact

Purpose – This paper aims to present the argument that effective physician leadership is needed to improve the quality and efficiency of healthcare delivery in the USA and around the world. Design/methodology/approach – This paper is based on an in-depth literature review, interviews with physician leaders and a study of the competencies required for physicians to successfully lead healthcare organizations. Findings – The paper finds that a clear need exists for training to improve specific leadership competencies among physicians, regardless of their career stage or career path. Research limitations/implications – Limited research has been conducted on the value of physician leadership and its impact on quality outcomes and patient safety. Practical implications – This paper establishes the need for physician leadership in healthcare organizations. Social implications – This paper will influence public attitudes within the healthcare sphere on the value that physician leaders can bring to healthcare. Originality/value – This paper fulfils a need for more study on the impact that physician leadership brings to quality and patient care, and establishes the need for physician leaders to obtain specific leadership competencies.

Chinese lesson study: a deliberate practice, a research methodology, and an improvement science

2017 ◽  
Vol 6 (4) ◽  
pp. 270-282 ◽  
Author(s):  
Rongjin Huang ◽  
Yanping Fang ◽  
Xiangming Chen
Keyword(s):  
School Improvement ◽  
Research Methodology ◽  
Lesson Study ◽  
Deliberate Practice ◽  
Cultural Development ◽  
Extensive Literature ◽  
Special Issue ◽  
Improvement Science ◽  
Content Type ◽  
The Usa

Purpose Although CLS has been implemented in China for over a century, it is barely known to educators internationally. The purpose of this paper is to synthesize the salient characteristics of Chinese lesson study (CLS), introduce the major themes of this special issue, and invite dialogues about the theories and practices of CLS. Design/methodology/approach The authors of this editorial paper conducted an extensive literature review on CLS, analyzed the contents and methods of the existing research categorically, compared CLS with other models of LS globally, and present this special issue articles and their major contributions thematically. The theoretical framework of the paper relies mainly on cultural theories and theories on research paradigms such as improvement science, which explain why and how CLS functions in Chinese education system over time. Findings Existing studies suggest that CLS is a deliberate practice for developing instructional expertise, a research methodology for linking research and practice, and an improvement science for instruction and school improvement system wide. In addition to the theorization of CLS, this special issue also introduces some adaptations of CLS outside of China such as the USA and Italy. Originality/value This paper, for the first time, spells out some salient features of CLS, and discusses issues in adapting CLS in other parts of the world. It will enrich the understanding of LS theories and practices in China and promotes trans-cultural development of LS internationally.

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